UbD Stage 2 - Region 7 Professional Development Support

Understanding by Design
Stage 2: Evidence
Think Like an Assessor
http://rt3region7.ncdpi.wikispaces.net
Backward Design: Stage 2
• Performance Tasks and Rubrics
• Other Evidence
• Self-Assessment
• To what extent do the assessments provide
valid, reliable, and sufficient measures of the
desired results?
Pre-Assessment
Reflection Questions
• What patterns do you notice?
• What generalizations can you make about
your own classroom? Your grade-level or
department? Your school? Your district?
• What may be an area for improvement?
Heidi Hayes Jacobs:
What year are we preparing our students for?
http://goo.gl/udjmU
Video Viewing Guide
Think-Pair-Share
• What observations did you have while
watching this talk?
• Paradigm Shift
• What will it take to get to the point of
developing assessments as Jacobs suggests?
Assessment vs. Evidence
• What’s the difference?
• Think-Pair-Share
Assessment vs. Evidence
• What’s the difference?
• Think-Pair-Share
• Evidence is…
– collected over time
instead of a single event
– ongoing and frequent to
catch misunderstandings
in the early stages
– Includes a wide range of
different types of
assessments
Three Basic Questions
1) What kinds of evidence do we need to find hallmarks of our
goals, including that of understanding?
2) What specific characteristics in the student responses,
products, or performances should we examine to determine
the extent to which the desired results were achieved?
3) Does the proposed evidence enable us to infer a student’s
knowledge or understanding?
Exercises to Support Deep
Understanding
• Ensure that teachers consider the
intent of the standards
• Facilitate conversations with
other teachers to help reduce
misconceptions
• How should each standard or
group of standards be assessed?
http://www.google.com/imgres?q=collaboration&hl=en&client=firefox-a&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=iWwNZpAHR8ZSyM:&imgrefurl=http://www.thevarguy.com/2011/04/13/visual-collaboration-the-nextvar-opportunity-arrives/&docid=caP-BUJSvM5wOM&imgurl=http://www.thevarguy.com/wpcontent/uploads/2011/04/collaboration.jpg&w=371&h=323&ei=IpgET9bZMYeXtwf82f20CA&zoom=1&iact=hc&vpx=331&vpy=322&dur=320&hovh=209&ho
vw=241&tx=129&ty=96&sig=114730900127101918374&page=1&tbnh=139&tbnw=143&start=0&ndsp=19&ved=1t:429,r:7,s:0
Collection of Evidence Assessment
Understanding Stage 2:
Evidence
http://www.google.com/imgres?q=think+clipart&start=484&num=10&hl=en&client=firefox-a&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=4IlRKZhxKjkC6M:&imgrefurl=http://fidolew.blogspot.com/2010_08_01_archive.html&docid=APUIdeRwTl6jrM&imgurl=http://2.bp.blogspot.com/_bP5JHTTWjIM/THnkNQvZDhI/AAAAAAAAArA/rLbUpG06h4s/s1600
/6a00d8341e626f53ef0115712117e1970c800wi.jpg&w=800&h=551&ei=lLwJT9jEF82ltwe6ttneAQ&zoom=1&chk=sbg&iact=hc&vpx=822&vpy=203&dur=154&hovh=186&hovw=271&tx=145&ty=85&sig=114730900127
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Changing the Paradigm about Quality
Evidence and Assessment
http://pics.blameitonthevoices.com/s.php?f=102010&p=test.jpg
Brain Dump
• What are the characteristics of a quality
assessment?
http://www.google.com/imgres?q=brain+dump&hl=en&client=firefox-a&hs=27E&sa=X&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&prmd=imvns&tbnid=uYAemdwwqbvTkM:&imgrefurl=http://knektus.wordpress.com/2011/03/06/not-alzheimers-justoverload/&docid=cuOLDoEoKCVR4M&imgurl=http://knektus.files.wordpress.com/2011/03/braindump.jpg&w=300&h=200&ei=H9kKT8fRFNCutweUs7TQBg&zoom=1&iact=rc&dur=524&sig=114730900127101918374&page=3&tbnh=129&tbnw=193&start=39&ndsp=19
&ved=1t:429,r:3,s:39&tx=97&ty=28
Quality Assessments
• Tasks that require students to demonstrate
their understanding of the Transfer and
Meaning elements of Stage 1
Stage 2: Assessment and Evidence
• To what extent do the assessments provide
valid, reliable and sufficient measures of the
desired results?
– What will students do to show they understand?
– What is the most appropriate assessment(s) method?
Reflect and Share
• What does this quote mean to you?
“Think like an assessor, not an activity
designer.”
Thinking Like an Assessor
Thinking Like a Activity
Designer
What would be sufficient evidence What would be interesting and
of understanding?
engaging activities on this topic?
What performance tasks must
anchor the unit and focus the
instructional work?
How will I be able to distinguish
between those who really
understand and those who don’t
(though they may seem to)?
What resources and materials are
available on this topic?
Against what criteria will I
distinguish work?
What misunderstandings are likely?
How will I check for those?
How will I give students a grade and
justify it to parents?
Did the activities work? Why or
why not?
What will students be doing in and
out of class? What assignments will
be given?
Review
• Why is it important to think like an
assessor and not an activity designer?
Six Facets of Understanding
UbD Facet
Description
Explanation
Sophisticated explanations and theories
Interpretation
Interpretations, narratives, and translations
Application
Use knowledge in new situations and contexts
Perspective
Critical and insightful points of view
Empathy
Ability to get inside another person's feelings
Self-knowledge
To know one's ignorance, prejudice, and understanding
Mach 2005
Understanding Stage 2:
Evidence
http://www.google.com/imgres?q=think+clipart&start=484&num=10&hl=en&client=firefox-a&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=4IlRKZhxKjkC6M:&imgrefurl=http://fidolew.blogspot.com/2010_08_01_archive.html&docid=APUIdeRwTl6jrM&imgurl=http://2.bp.blogspot.com/_bP5JHTTWjIM/THnkNQvZDhI/AAAAAAAAArA/rLbUpG06h4s/s1600
/6a00d8341e626f53ef0115712117e1970c800wi.jpg&w=800&h=551&ei=lLwJT9jEF82ltwe6ttneAQ&zoom=1&chk=sbg&iact=hc&vpx=822&vpy=203&dur=154&hovh=186&hovw=271&tx=145&ty=85&sig=114730900127
101918374&sqi=2&page=23&tbnh=109&tbnw=158&ndsp=22&ved=1t:429,r:12,s:484
Facet 1: Explanation
Impact on Instruction
• Students need to express
the “big picture” or “big
idea” in their own words.”
Criteria
• Accurate
• Coherent
• Justified
• Systematic
• Predictive
http://www.google.com/imgres?q=explain+clipart&hl=en&client=firefox-a&hs=9jf&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=j84zFgquNWOCFM:&imgrefurl=http://ticketbud.com/blog/category/organizingpeople/&docid=dcEEMAAGyz27yM&imgurl=http://blogs.msdn.com/blogfiles/willypeter_schaub/windowslivewriter/vstsrangersprojectsmigrationguidance_9a3c/clipart_of_27038_smjpg_2.jpg&w=480&h=480&ei=IfwJT7CFJNGgtwfN9PAQ&zoom=1&ia
ct=rc&dur=311&sig=114730900127101918374&page=9&tbnh=138&tbnw=146&start=174&ndsp=21&ved=1t:429,r:20,s:174&tx=71&ty=86
Facet 2: Interpretation
Impact on Instruction
• Students need to have
opportunities to make
sense of stories, art, data,
situations, etc.
Criteria
• Meaningful
• Insightful
• Significant
• Illustrative
• Illuminating
http://www.google.com/imgres?q=student+thinking+clipart&hl=en&client=firefox-a&hs=sDL&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=vdMfbMhxAOZrKM:&imgrefurl=http://problemfinding.labanca.net/tag/situatedcognition/&docid=UvUkQjNt2b6dZM&imgurl=http://problemfinding.labanca.net/wp-content/uploads/2009/12/sbpuzzled-300x276.jpg&w=300&h=276&ei=Uf4JT4NAgp3B7rZ3c8G&zoom=1&iact=rc&dur=628&sig=114730900127101918374&page=4&tbnh=141&tbnw=153&start=71&ndsp=22&ved=1t:429,r:3,s:71&tx=58&ty=81
Facet 3: Application
Impact on Instruction
• Students must use their
knowledge and skills in new
situations.
Criteria
• Effective
• Efficient
• Fluent
• Adaptive
• Graceful
http://www.google.com/imgres?q=insightful+clipart&hl=en&client=firefox-a&hs=t8K&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=GtoVA3MKcpsPSM:&imgrefurl=http://bpmfundamentals.wordpress.com/&docid=MSI7nCE5i6ehIM&imgurl=http://blogs
.msdn.com/blogfiles/willypeter_schaub/WindowsLiveWriter/WhatisALMandaretherelevantpublicationsto_F2DE/CLIPART_OF_26862_SMJPG_2.jpg&w=600&h=480&ei=HP0JT8mPCMiWtwfE65XRBg
&zoom=1&iact=hc&vpx=176&vpy=145&dur=629&hovh=201&hovw=251&tx=135&ty=98&sig=114730900127101918374&page=1&tbnh=132&tbnw=163&start=0&ndsp=22
&ved=1t:429,r:0,s:0
Facet 4: Perspective
Impact on Instruction
• Students need
opportunities to see things
from different points-ofview, articulate the
opposing side of an issue, or
take a critical stance.
Criteria
• Credible
• Revealing
• Insightful
• Plausible
• Tactful
http://www.google.com/imgres?q=global+perspective+clipart&hl=en&client=firefox-a&hs=1IL&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=AupLc76xhZtzsM:&imgrefurl=http://blogs.msdn.com/b/willy-peter_schaub/archive/2010/02/23/mvp-global-summit-froma-rangers-perspective.aspx&docid=vOHJRMFvOtSPHM&imgurl=http://blogs.msdn.com/blogfiles/willypeter_schaub/WindowsLiveWriter/MVPGlobalSummitfromaRangersperspective_D4A9/CLIPART_OF_15186_SM_2.jpg&w=480&h=480&ei=kP8JT9XkI8yltweprM3PBg&zoom=
1&iact=hc&vpx=399&vpy=151&dur=465&hovh=152&hovw=148&tx=159&ty=102&sig=114730900127101918374&page=1&tbnh=152&tbnw=148&start=0&ndsp=19&ved=1t:
429,r:1,s:0
Facet 5: Empathy
Impact on Instruction
• Students demonstrate
empathy when they can
appreciate people who
think and act differently
from themselves.
Criteria
• Sensitive
• Open
• Receptive
• Perceptive
• Tactful
http:// http://www.google.com/imgres?q=personal+knowledge+clip+art&hl=en&client=firefox-a&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=adimAXTmnZonpM:&imgrefurl=http://blogs.msdn.com/b/willy-peter_schaub/archive/2011/03/31/ahe-and-ate-in-thefinal-phase-of-review-a-huge-thank-you-to-the-phenomenal-teams.aspx&docid=KDsB17A4Q_7bKM&imgurl=http://public.blu.livefilestore.com/y1p97mb5WvgK9wNdFgRMS0Ez0wp2QGzCT8r2KMafvfXkwnKhQYY4vR12TlWOnOzlxnl6fhlFwv_wABL1xfcNHD9Q/CLIPART_OF_29895_SMJPG.jpg%253Fpsid%253D1&w=1500&h
=1125&ei=1QEKT7iCBsu3tweSPnPBg&zoom=1&iact=hc&vpx=608&vpy=345&dur=206&hovh=194&hovw=259&tx=142&ty=97&sig=114730900127101918374&page=1&tbnh=123&tbnw=120&start=0&ndsp
=21&ved=1t:429,r:10,s:0
Facet 6: Self-Knowledge
Impact on Instruction
• Students self-assess their
past as well as their future.
Criteria
• Self-aware
• Meta-cognitive
• Self-adjusting
• Reflective
• Wise
http://www.google.com/imgres?q=aura+clipart&hl=en&client=firefox-a&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=JJhtqyOrALRrLM:&imgrefurl=http://cute-pictures.blogspot.com/2011/03/spiritual-illustrationsmeditation.html&docid=DF-UxyNilMwuNM&imgurl=https://lh6.googleusercontent.com/-jCx5hgjtZ4s/TXemchAIKiI/AAAAAAAAGs/TVCBuSO39iU/21%252Blearn_to_see_your_aura_%252B%25252528www.cutepictures.blogspot.com%25252529.jpg&w=300&h=343&ei=5gIKT7bLIM2ItwfDsrCSBQ&zoom=1&iact=hc&vpx=696&vpy=311&dur=2926&hovh=240&hovw=210
&tx=116&ty=153&sig=114730900127101918374&page=9&tbnh=134&tbnw=117&start=173&ndsp=22&ved=1t:429,r:10,s:173
Rubric for the Six Facets of
Understanding
http://goo.gl/oQx12
Electricity Activity
• Use the six facets of understanding and the
student tasks to complete the hexagon graphic
organizer.
http://www.google.com/imgres?q=electricity&hl=en&client=firefox-a&hs=IN1&sa=X&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&prmd=imvnsb&tbnid=rESrye1eU8O4EM:&imgrefurl=http://sowrock.com/electricity/&docid=yq2H__lbUPzl9M&imgur
l=http://sowrock.com/electricity/electricity3.gif&w=550&h=500&ei=nwoKT4z6CInAtgeC3KDQBg&zoom=1&iact=rc&dur=310&sig=114730900127101918374&pag
e=1&tbnh=140&tbnw=154&start=0&ndsp=20&ved=1t:429,r:2,s:0&tx=61&ty=82
Matching Activity
•
•
•
•
•
•
Explain to the class how a battery causes a
light bulb to glow.
Give a pre-test and a post-test to assess
common misconceptions and have students
reflect on their deepening understanding.
Interpret a schematic diagram and predict the
outcome.
Design an electrical circuit to accomplish a
specific task.
Describe an electron’s experience as it passes
through a simple current.
Why does the United States use AC instead of
DC current? What are the strengths and
limitations of each type?
•
•
•
•
•
•
Explanation
Application
Perspective
Self-Knowledge
Empathy
Interpretation
Questions?
A Continuum of Assessments
• Informal Checks for
Understanding
• Dialogue and
Conversations
• Tests and Quizzes
• Academic Prompts
• Performance Tasks
• Define: What does it
look like?
• What are some
examples?
• Strengths
• Limitations
Continuum of
Assessments
Informal Checks
• Ongoing assessments used as part of the
instructional process.
Observations and Dialogue
Tests and Quizzes
Academic Prompts
Performance Tasks…
• Are not secure: The task, evaluative criteria,
and performance standards are known in
advance and guide student work.
• Involve a real or simulated setting and the
kind of constraints, background noise,
incentives, and opportunities an adult would
find in a similar situation.
Why Performance Tasks?
http://www.google.com/imgres?q=performance+task&hl=en&client=firefox-a&hs=tnE&sa=X&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&prmd=imvns&tbnid=YrUE8DqBoM79CM:&imgrefurl=http://wiki.bssd.org/index.php/August_610,_2007_UBD/DI_Teacher_Workshop&docid=qk9PRH01Ybz4gM&imgurl=http://wiki.bssd.org/images_up/f/f4/Learning_pyramid.png&w=684&h=491&ei=7p0JTjBG4_rtgeGNnRBg&zoom=1&iact=hc&vpx=1060&vpy=152&dur=27&hovh=190&hovw=265&tx=187&ty=68&sig=114730900127101918374&page=1&tbnh=136&tbnw=198&start=0&nds
p=20&ved=1t:429,r:5,s:0
Performance Tasks
Developing Performance Tasks
Construct a Performance Task Scenario Using GRASPS
Goal:
•
•
•
•
Your task is ____________________________________________________
Your goal is to __________________________________________________
The problem or challenge is _________________________________________
The obstacles to overcome are _______________________________________
Role:
•
•
•
You are________________________________________________________
You have been asked to ____________________________________________
Your job is _____________________________________________________
Audience:
•
•
•
Your clients are___________________________________________________
The target audience is _______ _______________________________________
You need to convince_______________________________________________
Situation:
•
•
The context you find your self in is ______________________________________
The challenge involves dealing with ______________________________________
Product Performance and Purpose:
•
•
You will create a ___________________________ in order to show__________________________
You need to develop _________________________so that _________________________________
Standards and Criteria for Success:
•
•
•
Your performance needs to ______________________________________
Your work will be judged by ______________________________________
Your product must meet the following standards: ___________________________________
•
A successful result will __________________________________________
McTighe and Wiggins
45
Conversation
• How can using the GRASPS and Six Facets
guide the development of quality
assessments?
According to Grant Wiggins…
• “What is to be assessed must be clear and
explicit to all students.”
• Rubrics must accompany all major assignments
and assessments.
• Students should be able to chart their progress
and self-assess throughout the duration of their
work.
47
Evaluation Criteria
• Another Key to Quality Assessment
• Quality Rubrics
• Beginning with the End in Mind is Crucial
A Rubric…
•
•
•
•
•
Defines levels of quality
Communicates standards
Provides expectations for assessment tasks
Is NOT a checklist (yes or no answers)
Includes dimensions (criteria), indicators, and
a rating scale.
49
Advantages of Using a Rubric:
• Lowers students’ anxiety
• Provides specific feedback about the quality of their
work
• Provides a way to communicate expectations and
progress
• Ensures all student work is judged by the same
standard
• Leads students toward quality work.
50
Parts of a Rubric:
• Dimensions: Sometimes referred to as criteria encompass the knowledge, skills, and understanding
to be assessed
• Indicators: Specify the evidence used to judge the
degree to which the dimension is mastered
• Rating Scales: Discriminate among the various levels
of performance
51
Basic Rubric Template:
Scale
Criteria
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
52
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Template for Holistic Rubrics:
Score
Description
5
Demonstrates complete understanding of the problem. All
requirements of task are included in response.
4
Demonstrates considerable understanding of the problem.
All requirements of task are included.
3
Demonstrates partial understanding of the problem. Most
requirements of task are included.
2
Demonstrates little understanding of the problem. Many
requirements of task are missing.
1
Demonstrates no understanding of the problem
0
No response/task not attempted
53
Template for Analytic Rubrics:
Beginning
1
Developing
2
Accomplished
3
Criteria
#1
Description reflecting
beginning level of
performance
Description
reflecting
movement toward
mastery level of
performance
Description
reflecting
achievement of
mastery level of
performance
Description reflecting
highest level of
performance
Criteria
#2
Description reflecting
beginning level of
performance
Description
reflecting
movement toward
mastery level of
performance
Description
reflecting
achievement of
mastery level of
performance
Description reflecting
highest level of
performance
Criteria
#3
Description reflecting
beginning level of
performance
Description
reflecting
movement toward
mastery level of
performance
Description
reflecting
achievement of
mastery level of
performance
Description reflecting
highest level of
performance
Criteria
#4
Description reflecting
beginning level of
performance
Description
reflecting
movement toward
mastery level of
performance
Description
reflecting
achievement of
mastery level of
performance
Description reflecting
highest level of
performance
54
Exemplary
4
Score
Ineffective Rubrics
•
•
•
•
Wordy
Checklists
Judge each work against other items of work
Heavy on Criteria not inherent in the
standards
55
Good Rubrics:
•
•
•
•
•
•
Are tools
Show level of quality of a performance or task
Communicate standards clearly and specifically
Are provided to students to set expectations
Are consistent and reliable
Use content that matches standards and
instructional emphasis
56
Rubric Resources
• www.rubrics4educators.com
• http://school.discovery.com/schrockguide/assess.html
• http://rubistar.4teachers.org/
• http://www.teach-nology.com/web_tools/rubrics/
57
Implementing Stage 2
• What understandings or goals
will be assessed through this
task?
• Through what authentic
performance task will students
demonstrate understanding?
• What student products and
performances will provide
evidence of desired
understandings?
• By what criteria will student
products and performances be
evaluated?
http://www.google.com/imgres?hl=en&client=firefox-a&hs=WlV&sa=X&rls=org.mozilla:enUS:official&biw=1346&bih=620&tbm=isch&prmd=imvnsl&tbnid=5tQoDDRo0MgreM:&imgrefurl=http://www.techfume.com/registry-cleanerreviews/&docid=pTg3JnTRo5pEVM&imgurl=http://www.techfume.com/wpcontent/uploads/2011/03/review.jpg&w=400&h=300&ei=zn0mT7P7KdTMtgeGr4CiCw&zoom=1&iact=hc&vpx=314&vpy=177&dur=1196&hovh=194&hovw=
259&tx=136&ty=83&sig=114730900127101918374&page=1&tbnh=117&tbnw=152&start=0&ndsp=21&ved=1t:429,r:1,s:0
Stage 2 Feedback Tool
Planning Time
http://www.google.com/imgres?q=stop&hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=Vgyx3BKJV1ajDM:&imgrefurl=http://sociablesusan.blogspot.com/2011/01/
stop-stopping-yourself.html&docid=6AVY8XnUSNWA9M&imgurl=http://4.bp.blogspot.com/_mQqQAcrZaA/TTOZWTLFYHI/AAAAAAAACUo/AanVLLJ6XYA/s1600/Stop_hand.png&w=512&h=512&ei=wDcLT5bkEIultwft4PD4CQ&zoom=1&iact=rc&dur=405&sig=114730
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